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Wyszukujesz frazę "teaching practice," wg kryterium: Temat

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    Wyświetlanie 1-6 z 6
    Tytuł:
    Mentoring Student Training: What Do Mentors Do?
    Autorzy:
    Martínez-Figueira, E.
    Raposo-Rivas, M.
    Powiązania:
    https://bibliotekanauki.pl/articles/2031772.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    mentor
    mentoring
    teaching practice
    student learning
    Opis:
    In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.
    Źródło:
    The New Educational Review; 2014, 37; 188-201
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design
    Autorzy:
    Triyanto
    Handayani, Rif’ati Dina
    Powiązania:
    https://bibliotekanauki.pl/articles/24964704.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learning design
    online teaching practice
    peer feedback
    Opis:
    This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.
    Źródło:
    The New Educational Review; 2023, 74; 139-149
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Challenges in Teaching Practice at the College of Education based on the Perceptions of Pre-Service Teachers: The Case for Kuwait University
    Autorzy:
    Alshammari, Fahad
    Eyadat, Waleed
    Ebrahim, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/1997699.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    challenges
    teaching practice
    pre-service teachers
    Kuwait University
    Opis:
    The primary purpose of this study was to investigate challenges in teaching practice from pre-service teachers’ perspectives. To achieve this purpose, a valid and reliable questionnaire with two domains was developed as follows: school and management; and design and implementation of lessons. A random sample of 128 senior students who attended the student training program was chosen as the unit of analysis. Results of the study indicated that challenges related to school and management were high primarily in the following two areas: large number of students in the classroom followed by school principals not interested in accepting pre-service teachers in their schools. With regard to the design and implementation of lessons, challenges were high in the following three areas: teaching competence requirements were not clear during teaching practice followed by the fact that pre-service teachers do not know laws or regulations related to teaching practice and finally inadequacy of the training period related to design and implementation of lessons. Significant differences were not detected based on gender and specialization. Finally, the study provided a number of recommendations for the field of study.
    Źródło:
    The New Educational Review; 2017, 49; 250-260
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
    Autorzy:
    Milutinović, Jovana J.
    Anđelković, Aleksandra K.
    Powiązania:
    https://bibliotekanauki.pl/articles/1969299.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    constructivism
    teachers’ epistemological beliefs
    teachers’ professional development
    teaching practice
    Opis:
    Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
    Źródło:
    The New Educational Review; 2018, 53; 239-249
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of Teacher Trainers Interventions during Students´ Pre-School Teaching Practice
    Autorzy:
    Doušková, Alena
    Trnka, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/45882258.pdf
    Data publikacji:
    2012-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teaching practice
    teacher trainer
    teacher trainer’s intervention
    depth of the teacher trainer’s intervention effects
    tendentiousness of the teacher trainer’s intervention effects
    Opis:
    The paper analyses the quality of teaching practice in the study programme of Preschool and Elementary Pedagogy – a Bachelor’s degree study. It focuses on the description of the teacher trainer. Its ambition is to characterize effects of the teacher trainer during teaching practice and to analyze tendentiousness of such effects. It highlights positive and negative moments of the teacher trainer’s effects during teaching practice.
    Źródło:
    The New Educational Review; 2012, 30; 163-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level
    Autorzy:
    Tabassum, Farkhanda
    Khatoon Malik, Sufiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2031662.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective practice
    learning difficulties
    teaching skill
    higher secondary level
    teachers’ attitudes
    teaching learning process
    Opis:
    The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.
    Źródło:
    The New Educational Review; 2014, 36; 278-287
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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